A Contextual-Communicative Framework for Developing Students’ Professional Communicative Competence Through English Terminology

Abstract

The article substantiates a contextual-communicative framework for developing university students’ professional communicative competence through English terminology. It analyzes communicative competence, ESP, specialized-register and vocabulary-learning perspectives and argues that terminology should be taught as a functional component of professional discourse. A methodology integrating contextual conceptualization, collocational analysis, communicative problem solving, progressive discourse production and reflective transfer is proposed. The framework is intended for non-philological higher education and links terminological accuracy with professional task achievement.